REGULATORY AND LEGAL FRAMEWORK FOR THE FUNCTIONING OF INCLUSIVE RESOURCE CENTERS

A key role in the process of realizing the right of persons with special educational needs to receive quality education is assigned to inclusive resource centers, which provide comprehensive support to children, their parents, and teachers by conducting needs assessments, providing advisory, correctional, developmental, and psychological assistance. The article presents a comprehensive analysis of the current regulatory and legal framework governing the functioning of Inclusive Resource Centers (IRCs) in Ukraine under martial law. It examines up-to-date standards for the creation of a modern educational environment for persons with special educational needs; it is emphasized that equal access of persons with special educational needs to quality education is interpreted in such dimensions of the quality of education as: efficiency, effectiveness, equality, compliance with their needs, compliance with the expectations of society. Particular attention is paid to the establishment of conditions within IRCs for providing psychological support to children affected by military actions and/or those forced to leave their permanent places of residence. It was established that under martial law, regulatory and legal acts were promptly adapted to new challenges – in particular, the powers of the IRC were expanded to support internally displaced persons and children who have experienced traumatic experiences. In the future, the priorities should be the harmonization of national legislation with international standards, improvement Regulations on the IRC, taking into account practical experience and ensuring regulatory support for interagency cooperation at the level of territorial communities. We see prospects for further scientific research in an in-depth study of the practical implementation of the provisions of current legislation regarding the activities of the IRC under martial law, as well as in exploring the possibilities of adapting international experience to national educational policy in the field of inclusion.